This course focuses on the religious
function of sacred scriptures in the three Western religious traditions:
Judaism, Christianity, and Islam. Attention will be paid to scripture as myth
of origins, the relative importance of sacred story, prophecy, and law in the
three traditions, authority, and the importance of interpretative traditions.
We will also investigate the ritual functions of Scripture, artistic
representations, and contemporary efforts to interpret the relevance of textual
traditions.

4/18 Friday: Listen to selections
from Bach's St. John Passion; read JCM, 235-255; RP text N. Jaroslav Pelikan, "‘Meditation
on Human Redemption’ in the St. Matthew Passion," Bach Among the
Theologians

1. Preparation of Readings. Each student is expected to read
the assignments.

2. Class participation. There will be class discussions
each session based on the readings.

3. Web Blog: Short reflection writing
assignments to be posted on individual blogs set up specifically for this
class. See instructions on Blackboard. Students will "log" what they
are learning throughout the term, and be able to comment on one another’s
questions and insights. At the end of each class session, I'll ask you to jot
down at least one brief comment summarizing the gist of the day's class, and one question
prompted by the day's discussion - and any other questions or comments you want
to add. Likewise, for each reading assignment, jot down at least one brief comment summarizing the gist of the
reading, and any other questions or comments prompted by it. By the Thursday of
each week, post a digest of your comments and questions on the readings and
class discussions on your blog - not more than 1 page, single-spaced for each
week’s posting. I'll ask you to do the same for each of our field trips. You
should make at least 12 weekly posts. Finally, you must contribute at least ten
comments to any of your fellow students’ blog posts during the course of the
term. These are both for your own benefit - to get you to begin to think
analytically, to focus your thoughts on what you're learning, and for the class
as a whole - to stimulate class discussions.

(Preparation of the readings and
class participation will be evaluated primarily on the basis of your
contributions to your blogs, and count for 25% of the course grade)

4. 3 Scriptural Interpretation
projects (each 10%) Each unit will culminate with a project engaging students
in a type of scriptural interpretation typical of the Jewish, Christian, and
Muslim religious traditions. These assignments are intended to allow students
to "get inside" the three traditions, to think about Scripture as if
they were experiencing it from within Judaism, Christianity, or Islam. It is a
chance for you to use your creative imagination; I hope you have fun with them!
It is not meant to try to convert you to any of the traditions. It is only an
exercise that approximates what it is like to think and feel like a religious
Jew, Christian, and Muslim, to help you understand what academic scholars of
religion call the phenomenology of religious experience in these 3 traditions.

Therefore each project requires an
additional 1-3 page reflection paper on what you learned and experienced as you
did the project, as well as the actual product you composed. You will have to
hand in both the composition and the reflection paper for each to get full
credit. Your compositions will be evaluated on how well you executed your work
according to the conventions of the genre.

a. Compose your own Midrash (Jewish)

i. Students will be given the a
scriptural selection fromthe
Bible, Exodus 18-20. Students may choose which verse(s) fromthis passage to hang their midrash on,
nor are you restrictedto these
verses. You can use any other Scriptural verse fromthe entire Hebrew Bible (the"Old Testament"),
providedthat you use at least one
from Ex 18-20

ii. Use the assigned readings from
Back to the Sources as resources

- for examples of midrash as formal
models

- for hints about what features,
ambiguities, gaps, etc. in the Biblical passage itself might be a good starting
point for your midrash

iii. Alternatively, use Jo Milgrom's
book Handmade Midrash (on reserve in the Library) as a guide for a midrashic art project

iv. The midrash (if written) should
be no longer than 1-2 pages, typed double-spaced.

iii. Copy the letters of the Arabic
alphabet and their namesfrom a
chart to be provided

iv. Copy by hand, as best as you
can, the basmalah phrase(=the
first verse of the Fatiha) in Arabic script. You may chooseone of the scripts demonstrated on the
above mentioned Web Site.You may
also embellish it artistically - using the designs we'vestudied as models

iv. Do sermon aloud during
additional early morning (8:30-9:20)sessions

v. Hand in a written text of your
sermon

vi. 1-3 page reflection paper

DUE Apr 28-May 2: ORAL PRESENTATIONS
(8:30-9:20 AM SESSIONS)

Written text of your sermon DUE
DAY OF FINAL EXAM

5. Midterm Exam (20%) Objective and
essay

6. Final exam (25%) Objective and
essay

Attendance Policy: For every 2 unexcused absences
after the 1st week of class, you will be penalized 1/3 grade (e.g., from A- to
B+ for 2 absences; A- to B for 4 absences, etc.) off your final course grade.

Additional class meetings:

1. There will be three local field
trips to visit a local synagogue, mosque, and church to observe the use of
scripture in Jewish, Christian, and Muslim ritual (Sunday mornings, and Jewish
evening Purim services as noted).Also, class will be invited for a meal at my home.